Chaos or Coherence? Further Education and Training College Governance in Post-Apartheid South Africa

Autor/in	Wedekind, Volker
Titel	Chaos or Coherence? Further Education and Training College Governance in Post-Apartheid South Africa
Quelle	In: Research in Comparative and International Education, 5 (2010) 3, S.302-315 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1745-4999
DOI	10.2304/rcie.2010.5.3.302
Schlagwörter	Foreign Countries; Adult Education; Vocational Education; Governance; Educational Change; Social Change; Technical Institutes; Administrative Organization; South Africa + Suchen Sie Ihr Suchwort? Ausland; Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Ausbildung; Berufsbildung; Educational policy; Financing; Steuerung; Bildung; Erziehung; Bildungspolitik; Finanzierung; Bildungsreform; Sozialer Wandel; Technische Fakultät; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	This article frames the lived experiences of management and educators in further education and training (FET) colleges in South Africa, against the backdrop of the radical transformation in the governance of this sector over the past twenty years. The reforms are first described and analysed in terms of their integration and rationale for agency. Second, issues of disjuncture between the internationalized ideal of decentralisation and the emergent, problematic reality of deconcentration and delegation will be explored. Third, data from interviews with principals, council chairpersons and lecturers detail the lived experience of the reform. Governance reforms are perceived as incoherent and lacking a clearly discernible trajectory, and have resulted in highly stressful experiences of alienation, disillusionment and disempowerment by those at "the chalkface". As South Africa faces another cycle of technical and vocational education and training (TVET) reforms, this article suggests that policy makers must take into account the capacities of the people in the system to implement the proposed changes. (Contains 7 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10